Chapter 6 Language & Critical Thinking SoopaWumang
This document discusses how language impacts critical thinking in four key areas:
1) Word choice - the words we use can affect how people react to arguments and allow us to indirectly express feelings.
2) Ambiguity - ambiguous language can cause confusion and lead to overgeneralization or bypassing important details.
3) Definition - clearly defining terms gets people on the same page to avoid confusion. Definitions can be denotative or connotative.
4) Intensity - language with a high intensity level through negative words or abuse can demonstrate poor critical thinking.
Chapter 6 Language & Critical Thinking SoopaWumang
This document discusses how language impacts critical thinking in four key areas:
1) Word choice - the words we use can affect how people react to arguments and allow us to indirectly express feelings.
2) Ambiguity - ambiguous language can cause confusion and lead to overgeneralization or bypassing important details.
3) Definition - clearly defining terms gets people on the same page to avoid confusion. Definitions can be denotative or connotative.
4) Intensity - language with a high intensity level through negative words or abuse can demonstrate poor critical thinking.
The document provides prompts for a student named Tracie to analyze her "college self" by answering questions about her student status, goals, obligations, background, living situation, challenges, and interests. Tracie indicates she is a part-time, returning student planning to attend for 2 years to earn an RN degree. Her main challenges are balancing school with family, home, and full-time work as a dental assistant.
This document provides instructions for a portfolio midterm with three sections. Section one instructs students to write a positive reflection on their goals and progress. Section two includes three learning style inventories (VARK, Myers-Briggs, and True Colors) for students to complete. It asks students to analyze their results and consider how the learning strategies could help them. Section three involves an emotional intelligence activity where students reflect on common stressful college situations and identify lessons learned.
This document contains the results of an individual's VARK learning styles assessment. Their two highest scores were Aural (6) and Read/Write (6), and their two lowest scores were Visual (1) and Kinesthetic (5). The individual finds that using visual strategies like relating words to pictures helps with remembering definitions. They also benefit from their strong Aural learning style through attending classes, discussions, and recapping lessons. Note taking aligns well with their Read/Write strength.
The document provides prompts for a student named Tracie to analyze her "college self" by answering questions about her student status, goals, obligations, background, living situation, challenges, and interests. Tracie indicates she is a part-time, returning student planning to attend for 2 years to earn an RN degree. Her main challenges are balancing school with family, home, and full-time work as a dental assistant.
This document provides instructions for a portfolio midterm with three sections. Section one instructs students to write a positive reflection on their goals and progress. Section two includes three learning style inventories (VARK, Myers-Briggs, and True Colors) for students to complete. It asks students to analyze their results and consider how the learning strategies could help them. Section three involves an emotional intelligence activity where students reflect on common stressful college situations and identify lessons learned.
This document contains the results of an individual's VARK learning styles assessment. Their two highest scores were Aural (6) and Read/Write (6), and their two lowest scores were Visual (1) and Kinesthetic (5). The individual finds that using visual strategies like relating words to pictures helps with remembering definitions. They also benefit from their strong Aural learning style through attending classes, discussions, and recapping lessons. Note taking aligns well with their Read/Write strength.